Researchers often experience difficulty as they attempt to prepare journal articles that describe their work. The purpose of this article is to provide researchers in the field of education with a series of suggestions as to how to clearly structure each section of a research manuscript that they intend to submit for publication in a scholarly journal. Suggestions related to the each of the four major sections of a research article—the introduction, method, results and discussion sections—are offered. Examples of how those suggestions have been applied in published research articles are presented.

The study involving 209 high school students in an instructional program about comma rules was an attempt to test the concepts of cognitive load theory in a real classroom setting. It investigated the effects of (a) cued versus conventional problems and (b) blocked versus random problem presentation sequence during practice on the performance and perceived mental effort of lower- and higher-achieving students. The researchers anticipated that cued problems would reduce learner extraneous cognitive load while random problem presentation sequence would increase germane cognitive load. The researchers also predicted that expected effects may not hold true for higher-achieving students. The treatments yielded a near-significant interaction effect for mental effort ratings indicating that conventional problems may have appeared harder to lower-achieving students while cued problems may have appeared harder to higher-achieving students. There were no notable performance differences. Issues related to researching cognitive load theory effects in a real classroom setting are discussed. Copyright © 2006 John Wiley & Sons, Ltd.

The study investigated the effects of two instructional approaches (part-task vs. whole-task) and levels of learner expertise (novice vs. advanced) on learner acquisition and transfer of a complex cognitive skill (e.g., preparing a grade book in Excel). In addition, the study examined the effects of these variables on learners' cognitive load, instructional efficiencies, time on task and their attitudes towards the instruction. Fifty-one undergraduate students (pre-service teachers) in four sections of an Introduction to Educational Technology course participated in the study. Two sections were assigned to each of the two instructional approaches. In the part-task condition, a complex skill was decomposed into a series of smaller tasks, each of which was demonstrated and practiced separately; the whole skill was practiced at the end of instruction after practicing part skill. In the whole-task condition, which was based on the 4C/ID-model (van Merriënboer, 1997), learners were exposed to the entire complex skill right from the beginning of the instruction and were required to practice performing a series of whole tasks. Two 60-minute instructor-led lessons were designed and developed for this study. In each treatment group, the two lessons were presented on the same day, with a five minute break separating the two lessons. The results indicated that there were statistically significant differences between the two treatment groups (whole-task part-task) on (a) whole-task performance, (b) far-transfer performance, (c) instructional efficiency on the whole-task performance, and (d) instructional efficiency on the far-transfer performance. However, no significant differences were found for (a) cognitive load, (b) time spent on the whole-task test, (c) time spent on the far-transfer test, and (d) attitudes toward instruction. In terms of the levels of learner expertise, the results yielded no interaction among the groups on any of the dependent measures described above; in many cases, however, there were significant differences between the novice and advanced learners, with the advanced learners demonstrating (a) higher scores on the far-transfer test, (b) higher efficiency on the whole-task test, (c) higher efficiency on the far-transfer test, (d) less time spent on the part-task test, and (e) more confidence toward the instruction.

In complex learning environments, providing instruction that facilitates transfer of learning is important. The study investigated the effects of two instructional approaches (whole-task vs. part-task) and levels of learner expertise (novice vs. advanced) on learner acquisition and transfer of a complex cognitive skill (e.g., preparing a grade book in excel) in an introductory educational technology course. The study also examined the effects of these variables on learners' cognitive load, instructional efficiency, time on task and their attitudes towards the instruction. The results indicated that there were statistically significant differences between the two treatment groups (whole-task part-task) on (a) whole-task performance, (b) far-transfer performance, (c) instructional efficiency on the whole-task performance, and d) instructional efficiency on the far-transfer performance. However, no significant differences were found for (a) cognitive load, (b) time spent on the whole-task test, (c) time spent on the far-transfer test, and (d) attitudes toward instruction.

This study examined how midterm student ratings feedback provided to teaching assistants via a theory-based ratings instrument, combined with consultation on instructional practices, would affect teaching practices, ratings of teaching effectiveness, and student learning and motivation. The student ratings instrument that was employed focused on a series of instructional activities derived from Gagné's theory of instruction and Reiser and Dick's instructional model. Thirty-seven teaching assistants in undergraduate computer science and chemistry courses were randomly assigned to either a feedback + consultation group or a no-feedback group. Results of this study indicated that the feedback and consultation process had a significant impact on instructional practices and ratings of teaching effectiveness. Student learning and student motivation were positively correlated with the frequency with which the various instructional activities examined in this study were utilized. Implications of these findings and suggestions for future research are discussed.